Bio


Belinda S. Bandstra, MD, MA, is Clinical Assistant Professor, Assistant Director of Residency Training, and Chief of the General Resident Continuity Clinic in the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine. She supervises residents in the General Clinic, Evaluation Clinic, Individual Psychotherapy Clinic and Psychosocial Treatment Clinic, in addition to maintaining a small general clinical practice of her own. Dr. Bandstra has specific interests in issues of culture in psychiatry, transitional age mental health, and mental health and wellness in academia.

Dr. Bandstra also teaches extensively in the Adult Psychiatry Residency Training Program. She co-directs residency coursework in: Culture and Spirituality in Psychiatry; Community, Public, and Global Psychiatry; Leadership, Scholarship, and Career Development; and Essentials of Psychiatry. Dr. Bandstra is a member of the Association for Academic Psychiatry and the American Association of Directors of Psychiatric Residency Training.

Clinical Focus


  • Psychiatry
  • Cultural issues in psychiatry
  • Transitional age and university mental health
  • Collaborative psychopharmacology (medication management in collaboration with patient's psychotherapist)

Academic Appointments


  • Clinical Associate Professor, Psychiatry and Behavioral Sciences

Administrative Appointments


  • Assistant Director of Residency Training, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine (2011 - Present)
  • Chief Resident, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine (2009 - 2010)

Honors & Awards


  • Early Career Development Award, Association for Academic Psychiatry (2016)
  • Annual Chairman’s Award for Outstanding Accomplishments in Educational Excellence, Stanford University School of Medicine, Department of Psychiatry and Behavioral Sciences (2016)
  • Outstanding Contributions to Education Award, Stanford University School of Medicine, Department of Psychiatry and Behavioral Sciences (2015)
  • Most Inspiring Mentor Award from the Graduating Residents, Stanford University School of Medicine, Department of Psychiatry and Behavioral Sciences (2014)
  • Fellowship in Public Psychiatry, American Psychiatric Association/Bristol-Myers-Squibb (2008-2010)

Professional Education


  • Medical Education:Washington University in St Louis Registrar (2006) MO
  • Residency:Stanford University School of Medicine (2010) CA
  • Internship:Barnes-Jewish Hospital (2007) MO
  • Board Certification: Psychiatry, American Board of Psychiatry and Neurology (2012)

All Publications


  • Early Outpatient Experience for Psychiatry Interns: The Evaluation Clinic. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry Gold, J. A., Bandstra, B. S., DeGolia, S. G. 2016; 40 (6): 944–46

    View details for PubMedID 27328983

  • Early Outpatient Experience for Psychiatry Interns: The Evaluation Clinic Academic Psychiatry Gold, J., Bandstra, B., DeGolia, S. 2016: 944–46
  • A Process-Oriented Approach to Teaching Religion and Spirituality in Psychiatry Residency Training. Academic psychiatry Awaad, R., Ali, S., Salvador, M., Bandstra, B. 2015; 39 (6): 654-660

    Abstract

    Although the importance of addressing issues of spirituality and religion is increasingly acknowledged within psychiatry training, many questions remain about how to best teach relevant knowledge, skills, and attitudes. Current literature on curricula highlights the importance of maintaining a clinical focus and the balance between didactic content and process issues. The authors present findings from a program evaluation study of a course on religion, spirituality, and psychiatry that deliberately takes a primarily process-oriented, clinically focused approach.Two six-session courses were offered. The first course targeted fourth-year psychiatry residents and the second targeted third-year psychiatry residents. Teaching sessions consisted of brief didactics combined with extensive process-oriented discussion. A two-person faculty team facilitated the courses. Clinical case discussions were integrated throughout the curriculum. A panel of chaplains was invited to participate in one session of each course to discuss the interface between spiritual counsel and psychiatry. A modified version of the Course Impact Questionnaire, a 20-item Likert scale utilized in previous studies of spirituality curricula in psychiatry, assessed residents' personal spiritual attitudes, competency, change in professional practice, and change in professional attitudes before and after the course (N = 20). Qualitative feedback was also elicited through written comments.The results from this study showed a statistically significant difference between the pre- and post-test scale for residents' self-perceived competency and change in professional practice.The findings suggest improvement in competency and professional practice scores in residents who participated in this course. This points toward the overall usefulness of the course and suggests that a process-oriented approach may be effective for discussing religion and spirituality in psychiatric training.

    View details for DOI 10.1007/s40596-014-0256-y

    View details for PubMedID 25510222

  • Helping Psychiatry Residents Cope with Patient Suicide ACADEMIC PSYCHIATRY Prabhakar, D., Balon, R., Anzia, J. M., Gabbard, G. O., Lomax, J. W., Bandstra, B. S., Eisen, J., Figueroa, S., Theresa, G., Ruble, M., Seritan, A. L., Zisook, S. 2014; 38 (5): 593-597

    Abstract

    Every clinical specialty has its own high risk patient challenges that threaten to undermine their trainees' professional identity, evolving sense of competence. In psychiatric training, it is patient suicide, an all-too frequently encountered consequence of severe mental illness that may leave the treating resident perplexed, guilt-ridden, and uncertain of their suitability for the profession. This study evaluates a patient suicide training program aimed at educating residents about patient suicide, common reactions, and steps to attenuate emotional distress while facilitating learning.The intervention was selected aspects of a patient suicide educational program, "Collateral Damages,"-video vignettes, focused discussions, and a patient-based learning exercise. Pre- and post-survey results were compared to assess both knowledge and attitudes resulting from this educational program. Eight psychiatry residency training programs participated in the study, and 167 of a possible 240 trainees (response rate = 69.58 %) completed pre- and post-surveys.Knowledge of issues related to patient suicide increased after the program. Participants reported increased awareness of the common feelings physicians and trainees often experience after a patient suicide, of recommended "next" steps, available support systems, required documentation, and the role played by risk management.This patient suicide educational program increased awareness of issues related to patient suicide and shows promise as a useful and long overdue educational program in residency training. It will be useful to learn whether this program enhances patient care or coping with actual patient suicide. Similar programs might be useful for other specialties.

    View details for DOI 10.1007/s40596-014-0083-1

    View details for Web of Science ID 000342172000012

  • A Curriculum to Address Issues and Challenges of the Professional Developmental Stage of Chief Residency ACADEMIC PSYCHIATRY Bandstra, B. S., Katz, M., Huang, R. W. 2013; 37 (1): 18-22

    View details for Web of Science ID 000313771300004

    View details for PubMedID 23338866

  • International Perspectives on Homelessness The International Handbook of Psychiatry: A Concise Guide for Medical Students, Residents, and Medical Practitioners Mascola, A., Bandstra, B., Reicherter, D. World Scientific Publishing. 2013
  • Addressing Stigma to Strengthen Psychiatric Education ACADEMIC PSYCHIATRY Roberts, L. W., Bandstra, B. S. 2012; 36 (5): 347-350

    View details for Web of Science ID 000308454500001

    View details for PubMedID 22983462